Religious Studies for International Students

The  material on my  students' resource website  and this teacher's blog can be theorised using  Beverley Bell's framework  which sees teaching as a sociocultural practice rather than just imparting of disembodied knowledge. I will use Bell's theories to examine some of the challenges of teaching RE to international students and to explain the reasons for recommending particular language teaching approaches. The first challenge involves the notion of truth embodied. Bell starts with the premise that “Knowledge may be seen as always being embodied, that is, grounded in bodily existence (Shapiro, 1999), with education starting from lived experiences. Centrality is given to situated knowledge that is inscribed in the flesh, with no abstractions and “separation of mind and body, thought and feeling, creativity and existence as in Western epistemologies and disembodied knowledge (Shapiro, 1999, p. xiii).” This premise aids our thinking around RE as a subject because God is i

 This book is a great book for those who have less than 1000 high frequency words in English. It teaches all the basic grammar items and simple comprehension passages from the book of Mark. Here are some sample pages.   The pdf version can be downloaded here https://www.sendrelief.org/wp-content/uploads/sites/16/2020/08/esl-student-book1.pdf https://www.sendrelief.org/wp-content/uploads/sites/16/2020/08/esl-student-book2.pdf The teacher's guides are found here  https://www.sendrelief.org/projects/esl-classes/

(Taken from "How Languages are Learned" by Patsy M Lightbrown and Nina Spada. (2007) Oxford Handbooks for Language Teachers). Useful for editing grammar items in RE assessments. This page is intended to help teachers identify the stages the ELL student is at in grammar acquisition. This research shows ESOL students master First,  -ing (progressive ), plural, copula (to be) Second,  auxiliary (progressive as in "He is going") Third,  irregular past Finally,  regular past -ed , t hird person singular -s , possessive's ( Krashen's (1977) summary of second language grammatical morpheme acquisition sequence) Negation He don't like it. I don't can sing. Stage 3-  You can not go there. He was not happy.  She don't like rice. (don't form not analysed) They come not [to] home.  Stage 4 "Do" is marked for tense, person and number. Auxiliary and verb can be still confused. I didn't went there. Questions Stage 1 Single words, formulae or

  Exercise 1 Listen to the national anthem and fill in the blanks with verbs. God defend New Zealand 1. God of Nations at Thy feet In the bonds of love we ______ ______ our voices, we entreat God ________ our free land Guard Pacific's triple star From the shafts of strife and war ________ her praises heard afar God defend New Zealand 2. Men of every creed and race _______ here before Thy face Asking Thee to _______ this place God defend our free land From dissension, envy, hate And corruption guard our state _______ our country good and great God defend New Zealand 3. Peace, not war, shall be our boast, But, should foes assail our coast, Make us then a mighty host, God _______ our free land. Lord of battles in Thy might, _____ our enemies to flight, Let our cause be just and right, God defend New Zealand. 4. Let our love for Thee _______, May Thy blessings never ________, ______ us plenty, give us peace, God defend our free land. From dishonour and from shame, _______ our country&#

The 5 pillars of the school consists of values that transforms who we are as a school and as individuals.   This values can be seen in the way we behave.

How to answer RE questions by selecting the right information? First: Understand “key words” in the question (in green). Second: Look up these words in the dictionary. Third: What does the question want?            Google the question and see what answers are given. Task 1: Abortion Explain why abortion is an ethical issue.  Explain means give reasons and make it clear. An ethical issue involves right and wrong. What standards and values determine whether something should be done . What are some of the tricky issues related to abortion?  Tricky means difficult, complex, tough. Issue means topic, subject. Task 2: Catholic Social Teaching TWO Catholic Social teachings are human dignity and preferential care for the poor and vulnerable. Describe each one in detail. Give specific information one at a time. Relate it to the issue of abortion. Connect it to abortion Use supporting evidence from the Bible, Catechism and/or Papal encyclicals. Task 3: Connect Describe the personal/social im

Watch this video about the Image of God Try doing this quiz  https://quizlet.com/55077579/human-beings-are-created-in-gods-image-and-likeness-flash-cards

  Comprehension 1 -- The Reformation  The Church and the State In the year 1500, the Church (or what we now call the Roman Catholic Church) was very powerful ( politically and spirituall y ) in Western Europe. It ruled over significant territory in Italy called the Papal States . The Church was not the only powerful political force at work. There was the Holy Roman Empire made up of German speaking regions ruled by princes, dukes and electors. Rulers, monarchs or kings of Italian city-states, England, and nation-states of France and Spain were growing in power and wanted more power. For some time the Church had internal power struggles. This made the church weak. Popes and Cardinals often lived more like kings than spiritual leaders. Popes commanded armies, made political alliances and enemies, and, sometimes, even waged war. Simony (or the selling of Church offices) and nepotism (or favouritism based on family relationships) were rampant. Clearly, if the Pope was concentrating on p